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Why It Matters
When designing instruction, you should start by creating clearly-defined, measurable learning objectives that:
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| Moving from general topics to specific learning objectives |
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First draft: Lewis Structures, VSEPR Theory, Valence Bond Theory Tip: These are topics the learner should know, but we're interested in tasks the learner needs to do. |
Revision: Know about Lewis Dot Structures. Tip: Choose a more specific verb. "Know" is difficult to measure. Try using this list of action verbs as a guide. |
Revision: Draw and interpret a Lewis Dot Structure. Tip: This is actually two objectives (i.e. "Draw and interpret"). Focus on one at a time. |
Revision: Draw a Lewis Dot Structure. Tip: Under what condition should this task be performed? In this case, what information is the student given? |
Revision: Given a molecule, draw a Lewis Dot Structure. Tip: Are there any standards that must be met? What is the criteria for success? |
| Revision: Given a molecule, draw a Lewis Dot Structure that best represents the arrangement of bonds and valence electrons. |
Sample Verbs
The following table provides a list of suitable action verbs at each level of Bloom's Taxonomy.
| Knowledge | Comprehension | Application | Analysis | Synthesis | Evaluation |
|---|---|---|---|---|---|
Arrange Define Describe Identify Label List Match Memorize Name Order Outline Recall Recognize Record Relate Repeat Reproduce Select State Tell Underline |